【作者】 王胤雅；

【导师】 王丽娟；

【作者基本信息】 东北师范大学， 发展与教育心理学， 2024， 博士

【摘要】 前瞻记忆(Prospective Memory,PM)是指个体记住在适当的情况或时间下执行先前计划意图的能力。根据线索特征,前瞻记忆可以分为事件性前瞻记忆和时间性前瞻记忆两种类型。事件性前瞻记忆(Even-based prospective memory,EBPM)要求在特定的外部线索出现时执行意图。而时间性前瞻记忆(Time-based prospective memory,TBPM)是指个体在未来某一个时间点或一段时间后成功执行预期意图,完成这种记忆任务需要个体有效利用内部注意和外部注意控制。一般来说,时间性前瞻记忆往往缺乏明显的外部事件线索来促进意图的提取,因此其成功执行依赖于个体对时间的监控和估计能力。换言之,时间性前瞻记忆任务不仅需要充足的认知资源,还依赖于个体对特定时间点和持续时段的深刻理解。对于学龄儿童来说,随着他们开始学习独立生活和自主完成学习任务,时间性前瞻记忆能力尤为关键,因为它是他们日常生活和学习独立自主的基石。 然而,从以往研究文献来看,相对于成年人来说,学龄儿童时间性前瞻记忆的研究相对较少,尚无研究系统地从时间监控角度出发,考察学龄儿童时间性前瞻记忆的发展机制。尽管研究已经证明了儿童时间性前瞻记忆表现随着年龄增长而显著提高,但依旧存在一些分歧,可能是由于前瞻记忆任务和操纵监控变量的差异所导致。与此同时,相比于事件性前瞻记忆任务,儿童在完成时间性前瞻记忆任务时,最关键的问题是对时钟的监控和感知。因此,儿童需要更多认知资源来监控时间的流逝和目标时间线索的出现,以便成功执行前瞻记忆任务。执行功能框架模型指出,执行功能驱动儿童前瞻记忆的发展。然而,执行功能与前瞻记忆表现之间仍然存在争议。综上可见,7～11岁学龄儿童处于认知能力飞速发展阶段,他们在时间性前瞻记忆发展中呈现何种特点,以及这些特点受哪些因素影响,甚至存在怎样的发展驱动机制,都是值得探讨的问题。 因此,本研究通过三个研究(共7个实验)探索了7～11岁学龄儿童时间性前瞻记忆的内在发展机制。在厘清时间性前瞻记忆与其时间监控行为之间关系的基础上,结合时间感知任务(时间复制任务、不同时间间隔任务、不同时钟可见性任务)和执行功能干预任务,深入挖掘7～11岁学龄儿童时间性前瞻记忆的发展特点及其驱动机制。 研究一通过2个实验,考察了7～11岁学龄儿童时间性前瞻记忆发展的年龄特点。实验1比较了7～11岁学龄儿童在两类前瞻记忆任务(时间点、时间段)上的发展差异。实验2则在实验1的基础上,进一步操纵时间监控条件(固定监控、自由监控),重点考察7～11岁学龄儿童在两种监控条件下,时间性前瞻记忆发展差异以及时间监控行为上的差异。研究结果发现:(1)学龄儿童时间性前瞻记忆的表现随着年龄增长而提高,但两种类型前瞻记忆的发展并不同步;时间点前瞻记忆的发展晚于时间段,且时间点前瞻记忆的发展主要集中在9～11岁,时间段前瞻记忆的发展主要在7～9岁。(2)学龄儿童的时间监控行为在不同类型前瞻记忆任务中,呈现不同的年龄发展趋势;年长儿童(11岁组)时间监控策略好于年幼儿童(7岁组和9岁组),尤其有明确时间线索时,年长儿童能够通过策略监控行为提高前瞻记忆表现。(3)学龄儿童的时间监控行为在不同监控条件下也呈现不同的年龄发展趋势;年幼儿童监控策略水平发展较低,只能通过频繁查看时钟来提高时间性前瞻记忆表现,年长儿童在监控次数受限时,能够较好地运用时间监控策略。 研究二在研究一的基础上,结合时间监控行为和时间感知能力,通过3个实验深入考察了时间感知对7～11岁学龄儿童时间性前瞻记忆的影响及作用机制。实验3比较了不同时间感知水平(高、低)的7～11岁学龄儿童时间性前瞻记忆发展差异和时间监控行为的变化。实验4比较了不同时间间隔(长、短)条件下7～11岁学龄儿童时间性前瞻记忆表现和时间监控行为,以更好地阐明时间感知能力对学龄儿童时间性前瞻记忆发展的作用机制。实验5通过操纵时钟线索的可见性,进一步探究时间感知能力对7～11岁学龄儿童的时间性前瞻记忆表现和时间监控行为的影响。研究结果表明:(1)不同时间感知水平的学龄儿童时间性前瞻记忆表现不同,高时间感知水平的学龄儿童时间性前瞻记忆表现好于低时间感知水平的学龄儿童的表现。并且,这种个体差异受时间监控条件的影响。(2)不同时间感知水平学龄儿童的时间监控行为不同,高时间感知水平儿童时间监控更有策略性,时间性前瞻记忆表现更好。 研究三则从驱动儿童时间性前瞻记忆表现的执行功能入手,旨在探究执行功能对7～11岁学龄儿童时间性前瞻记忆发展的影响。实验6旨在不同执行功能水平(高、低)的学龄儿童在两种监控条件下,时间监控行为与时间性前瞻记忆表现的发展。实验7则在实验6的基础上,对不同执行功能水平的7～11岁学龄儿童进行认知训练,重点考察执行功能训练对学龄儿童时间性前瞻记忆表现的促进作用。结果表明:(1)不同执行功能水平学龄儿童的时间性前瞻记忆表现不同,执行功能水平高的学龄儿童时间性前瞻记忆表现更好。同时,执行功能水平和相对监控频率与学龄儿童时间性前瞻记忆表现有显著相关性,其中,执行功能水平越高,时间监控策略越好,前瞻记忆表现明显提高。(2)执行功能训练对不同执行功能水平学龄儿童的时间性前瞻记忆表现有显著的促进作用。但是年幼儿童和年长儿童在受益程度上有所不同,进一步表明认知训练对学龄儿童时间性前瞻记忆的促进效果存在年龄差异。(3)另外,执行功能各成分对学龄儿童时间性前瞻记忆的影响也存在差异性,其中,在固定监控条件下,工作记忆对学龄儿童时间性前瞻记忆有预测作用;在自由监控条件下,工作记忆和转换对学龄儿童时间性前瞻记忆有预测作用。 综上所述,7～11岁学龄儿童时间性前瞻记忆能力处于持续发展中,同时受时间性前瞻记忆类型和时间监控条件的影响。此外,时间感知能力和执行功能水平对学龄儿童时间性前瞻记忆的表现具有不同的促进作用,这种促进作用源于个体对时间信息加工过程,采用不同的时间监控策略,从而提高时间性前瞻记忆表现。本研究支持了前瞻记忆的执行功能框架和外部时钟监控理论。更多还原

【Abstract】 Prospective memory(PM)refers to an individual's ability to remember to perform a previously planned intention in an appropriate situation or time.Based on the characteristics of cues,prospective memory can be divided into event-based prospective memory(EBPM)and time-based prospective memory(TBPM)types.Event-based prospective memory(EBPM)requires executing an intention when specific external cues appear.Time-based prospective memory(TBPM),on the other hand,refers to an individual's successful execution of an anticipated intention at a specific time or after a certain period of time.Completing this type of memory task requires individuals to effectively utilize both internal and external attention control.Generally speaking,time-based prospective memory often lacks obvious external event cues to prompt the retrieval of intentions,so its successful execution depends on an individual's ability to monitor and estimate time.In other words,prospective temporal memory tasks not only require sufficient cognitive resources,but also depend on an individual's profound understanding of specific time points and abjurations.For school-age children,as they begin to learn to live independently and complete learning tasks autonomously,prospective temporal memory ability is particularly crucial,as it is the cornerstone of their daily independent living and learning. However,from the literature review,compared with adults,research on prospective temporal memory in school-age children is relatively less,and there has been no study that systematically examines the development mechanism of prospective temporal memory from the perspective of time monitoring.Although research has shown that children's prospective temporal memory performance improves significantly with age,there are still some differences,which may be due to the differences in prospective memory tasks and manipulation of monitoring variables.At the same time,compared with event-based prospective memory tasks,the most critical issue for children to complete prospective temporal memory tasks is the monitoring and perception of clocks.Therefore,children need more cognitive resources to monitor the passage of time and the appearance of goal-related temporal cues in order to successfully perform prospective memory tasks.The executive function framework model indicates that executive function drives the development of children's prospective memory.However,there is still controversy between executive function and prospective memory performance.In summary,school-age children aged 7～11 are in a stage of rapid cognitive development.What characteristics they present in the development of prospective temporal memory,as well as the factors that influence these characteristics,and even the developmental driving mechanism,are all worth exploring. Therefore,this study conducted three studies(a total of seven experiments)to explore the intrinsic development mechanisms of prospective temporal memory in school-age children aged 7～11.Based on the clarification of the relationship between prospective temporal memory and time monitoring behavior,combined with time perception tasks(time replication task,different time interval task,invisibility of clocks task)and executive function intervention tasks,the study delved deeply into the development characteristics and driving mechanisms of prospective temporal memory in school-age children aged 7～11. The study conducted two experiments to investigate the age-related characteristics of prospective temporal memory development in school-age children aged 7～11.Experiment 1compared the development of prospective temporal memory in two types of tasks(time points,time intervals)among school-age children aged 7～11.Experiment 2 further manipulated the time monitoring condition(fixed monitoring,free monitoring)and focused on examining the differences in prospective temporal memory development and time monitoring behavior between the two monitoring conditions in school-age children aged 7～11.The research findings were as follows:(1)The performance of prospective temporal memory in school-age children improved with age,but the development of the two types of prospective memory was not synchronized;the development of time-point prospective memory was later than that of time intervals,and the development of time-point prospective memory was mainly concentrated in the 9～11 age group,while the development of time-interval prospective memory was mainly concentrated in the 7～9 age group.(2)The age trend of time monitoring behavior in different types of prospective memory tasks was different among school-age children;the time monitoring strategy of older children(11-year-old group)was better than that of younger children(7-year-old group and 9-year-old group),especially when there was a clear time cue,the older children could improve their prospective memory performance through strategic monitoring behavior.(3)The age trend of time monitoring behavior in different monitoring conditions was also different among school-age children.The level of monitoring strategy development in young children is relatively low,and they can only improve their performance in prospective memory for time by frequently checking the clock.Older children can use time monitoring strategies well when their monitoring frequency is limited. Study 2 builds on Study 1 by combining time monitoring behaviors and time perception abilities,and conducts three experiments to investigate the influence of time perception on7～11 year-old school-age children's prospective memory for time and its mechanisms in depth.Experiment 3 compares the developmental differences and changes in time monitoring behaviors between children with high and low time perception levels(7～11 years old).Experiment 4 compares the prospective memory performance and time monitoring behaviors of school-age children aged 7～11 in different time intervals(long,short)to better elucidate the role of time perception ability in the development of school-age children's prospective memory.Experiment 5 further explores the influence of time perception ability on the prospective memory performance and time monitoring behaviors of school-age children aged7～11 by manipulating the visibility of clock cues.The research findings show that:(1)Children of different age groups show different performance in prospective memory for temporal information,with children who have higher time perception performing better than those with lower time perception.Furthermore,this individual difference is influenced by the time monitoring conditions.(2)Children of different time perception levels have different time management behaviors at different ages.Children with high time perception levels have more strategic time management and better prospective memory for time. The three studies examined the executive functions that drive children's prospective memory performance for time,with the aim of exploring the impact of executive functions on the development of prospective memory in 7～11 year-old school-age children.Experiment 6investigated the development of time monitoring behavior and prospective memory performance in school-age children with different levels of executive function(high,low)under two monitoring conditions.Experiment 7 built on Experiment 6 by providing cognitive training to school-age children with different levels of executive function(7～11 years old)and focusing on the promotion of prospective memory performance through executive function training.The results showed that:(1)Children with different levels of executive function had different prospective memory performance,and children with higher executive function performed better in prospective memory.At the same time,executive function level and relative monitoring frequency were significantly correlated with children's prospective memory performance,with the higher the executive function level,the better the time monitoring strategy and the marked improvement in prospective memory performance.(2)Cognitive training had a significant promotion effect on children's prospective memory performance with different levels of executive function.However,there was a difference in the degree of benefit for younger and older children,further indicating that the promotion effect of cognitive training on children's prospective memory is age-dependent.(3)Furthermore,there are also differences in the effects of the components of executive function on prospective temporal memory in school-age children.In the fixed monitoring condition,working memory has a predictive effect on prospective temporal memory in school-age children.In the free monitoring condition,working memory and switching have a predictive effect on prospective temporal memory in school-age children. In summary,the prospective memory ability of school-age children aged 7～11 is in a continuous process of development,and it is also influenced by the type of prospective memory and the conditions of time monitoring.In addition,the ability of time perception and executive function level have different promoting effects on the performance of school-age children's prospective memory,which comes from the individual's processing of time information,adopting different time monitoring strategies to improve the performance of prospective memory.This study supports the executive function framework of prospective memory and the external clock monitoring theory.更多还原